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ALP
Advanced
Learning Plan
2008
Gifted Education – ALP, Advanced Learning Plan
What is an ALP?
An ALP, or Advanced Learning Plan, is “a
written record of gifted and talented programming
utilized with each gifted child and considered in
educational planning and decision making.” 22-20103 Criteria for ALPs is detailed in the Rules
promulgated by the State Board of Education.
ALPs may be electronic or paper versions,
and are to be reviewed annually.
What is the history of Advanced Learning Plans?
Since the early 1990’s, the Rules have
required individual record keeping for gifted
students a record of gifted and talented education
programming services, options, and strategies
utilized with individual students shall be made part
of the student’s record and shall be considered in
educational
planning
and
decision-making
concerning subsequent programming for that
student.
In 2006, a change in statute provided a term
for individual record keeping, Advanced Learning
Plan or ALP means a written record of gifted and
talented programming utilized with each gifted child
and considered in educational planning and
decision making. 22-20-103(1.2)
In what way does the ALP impact the AU’s
program plan?
In July 2007, statute changed to declare that
administrative units shall adopt and implement a
program plan to identify and serve the characteristics
and profiles of the gifted children within the AU. A
program plan adopted by an administrative unit
pursuant to this section shall be consistent with the
advanced learning plans of the gifted children who
are identified by the administrative unit, and the
program plan shall be implemented to the extent that
funds are provided for such implementation. 22-20104.5(1)
What does “to the extent that funds are
provided” mean?
The program plan that each administrative
unit develops, submits and implements should utilize
the local, state and community resources that are
available. The plan should be feasible, given the
size, location and resources of each local unit.
Why are ALPs important?
The ALP is a direct link between the student
profile created during the identification process and
the implementation of programming services
matched to the child’s strengths and interests. ALPs
are a planning guide for making instructional
decisions about materials, programming options and
assessments for gifted students based upon strengths,
interests, and social-emotional needs. They are
critical in the transition of gifted students from one
level of schooling to the next and from school to
school.
Is the ALP an annual or long-term planning tool?
Both, actually. While an ALP certainly
contains information pertaining to the methods for
programming that will be utilized in a specific year,
it should also be a living and fluid document that
serves as both a record and a road map for a
student’s educational experience. Particularly for
students who require radical acceleration, long-term
planning will be essential to ensure the student is
able to meet ultimate educational goals through the
grades.
Published by the Colorado Department of Education, Exceptional Student Leadership Unit. Additional copies of
this publication may be obtained by contacting: CDE, Exceptional Student Leadership Unit, 201 E. Colfax, Denver, CO
80203. (303) 866-6694 or by accessing the CDE website www.cde.state.co.us. Permission to copy.
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What are the critical components for an ALP?
The ALP should include information about
the student’s areas of strength and what curriculum
and programming options will be provided to match
these strengths at tiers 2 (targeted) and 3 (intensive).
It should describe the differentiation methods to be
used for acceleration, depth and complexity, higher
order thinking skills and content extensions.
The ALP should include S.M.A.R.T. goals
for student achievement and for affective growth.
The ALP should affix signatures of parent,
teacher, GT teacher and student, date of the initial
ALP conference and the date that the annual review
will be scheduled.
What methods of accountability will be used to
ensure that administrative units have ALPs?
The Colorado Improvement Monitoring
Process (CIMP) is an established process for
monitoring both gifted and special educational
programming. This process gathers information
through record review, site visits, focus groups,
program plan and End-of-Year Report data. Upon
conclusion of the CIMP in an administrative unit, a
report is sent to the Superintendent that details the
strengths, recommendations for improvement, and
citations for non-compliance. The AU has one year
to correct any citations. If not completed, funds may
be withheld.
Who writes the ALP and for whom are they
written?
The State Performance Plan indicates that
100% of gifted students in the district will have
advanced learning plans by December 2009. All
identified gifted students, grades pre-K (if
applicable) through 12 require an ALP. The district
determines the process, but it is usually the student’s
teachers who write the ALP in collaboration with the
GT teacher or consultant, parent and student, when
appropriate. Ultimately, it is the responsibility of
the administrative unit Gifted Director or
Coordinator and Superintendent to ensure that each
gifted student has an ALP.
How do parents participate in the ALP process?
Parents have a great deal to add to our
knowledge about a child due to their insight into
their child’s strengths, interests and social-emotional
characteristics. Educators have an obligation to seek
their perspective. Thus, parents contribute to the
collaborative effort of ALP development by offering
information about their child and their child’s
advancement along the learning continuum. They,
too, oversee the accountability for the ALP process.
How are Advanced Learning Plans managed?
“ALPs are maintained, retained and
destroyed consistent with the ongoing system of
student record keeping established in the
administrative unit, including its member districts”
12.05(5)
What assistance is available for writing the ALP?
The Colorado Department of Education will
provide examples of goal in each strength area in the
“Director’s Corner” of the website
http://www.cde.state.co.us/gt/director.htm.
A
sample Advanced Learning Plan and guide is
available on the website, as well. Further assistance
is available through the gifted education networks in
education regions or through the Gifted Education
Regional Consultant (GERC), accessible in each
region.
Must Charter Schools write ALPs?
Yes. Charter Schools are not exempt from
the statute with regard to implementation of the
program plan, as stated in 22-20-106 …each
administrative unit shall ensure that its constituent
schools and school districts make available
appropriate special provisions for gifted children to
the extent that funds are provided for such
implementation. (see also answer to question #3
above with regard to funds)
⇒ The ALP process provides an avenue for parents
to demonstrate leadership in their child’s
achievement and growth.